Miller Handbook
Tamsyn
In addition to maintaining order and stability, the University aims to utilize its disciplinary procedure as a developmental process whenever possible. In accordance with this philosophy, educational assignments may be added to any disciplinary penalties. The foundation underlying such student standards relies on the tenet that the exercise of individual rights must be accompanied by an equal amount of responsibility. This assures that the same rights are not denied to others. By becoming a member of the University community, a student acquires rights in, as well as responsibilities to, the whole University community. These rights and responsibilities are defined within this handbook.
Sagebrush steppe ecosystems in the United States currently occur on only about one-half of their historical land area because of changes in land use, urban growth, and degradation of land, including invasions of non-native plants. The existence of many animal species depends on the existence of sagebrush steppe habitat. The greater sage-grouse (Centrocercus urophasianus) is a landscape-dependent bird that requires intact habitat and combinations of sagebrush and perennial grasses to exist. In addition, other sagebrush-obligate animals also have similar requirements and restoration of landscapes for greater sage-grouse also will benefit these animals. Once sagebrush lands are degraded, they may require restoration actions to make those lands viable habitat for supporting sagebrushobligate animals. This restoration handbook is the first in a three-part series on restoration of sagebrush ecosystems. In Part 1, we discuss concepts surrounding landscape and restoration ecology of sagebrush ecosystems and greater sage-grouse that habitat managers and restoration practitioners need to know to make informed decisions regarding where and how to restore specific areas. We will describe the plant dynamics of sagebrush steppe ecosystems and their responses to major disturbances, fire, and defoliation. We will introduce the concepts of ecosystem resilience to disturbances and resistance to invasions of annual grasses within sagebrush steppe. An introduction to soils and ecological site information will provide insights into the specific plants that can be restored in a location. Soil temperature and moisture regimes are described as a tool for determining resilience and resistance and the potential for various restoration actions. Greater sage-grouse are considered landscape birds that require large areas of intact sagebrush steppe; therefore, we describe concepts of landscape ecology that aid our decisions regarding habitat restoration. We provide a brief overview of restoration techniques for sage-grouse habitat restoration. We conclude with a description of the critical nature of monitoring for adaptive management of sagebrush steppe restoration at landscape- and project-specific levels.
The Handbook of Nonsexist Writing: For writers, editors, and speakers was first published in 1980 by Casey Miller and Kate Swift.[1] It was the second book produced by the two in an effort to raise awareness of issues concerning gender in the English language.
The first section of the handbook is entitled "Man as a False Generic." False generics are defined as "terms used of a class or group that are not applicable to all its members."[2] A brief history of the subject describes the origin of 'man' to mean "person" or "human being," but observes that this broad definition of 'man' was becoming questionable in the 1980s. "Because gender in modern English corresponds to sex or its absence, native speakers of the language increasingly sense the same contradiction in calling women 'men' that they would feel in calling girls 'boys' or daughters 'sons.'"[3]
They give the following as an example for where the generic use of 'man' is not applicable:"One author, ostensibly generalizing about all human beings, wrote:'As for man, he is no different from the rest. His back aches, he ruptures easily, his women have difficulties in childbirth...'If man and he were truly generic, the parallel phrase would have been "he has difficulties in childbirth."[4]
Swift and Miller offer a list of substitute titles for words including man such as 'salesman' or 'fisherman.' They also suggest using synonyms for words that refer to gender, such as 'man the station,' and so on.
This section goes into detail about the history and problems that arise from using male pronouns as generic pronouns (i.e. "he," "him," and "his"). They offer this section from a New York Times response to an article in support of gendered pronouns to be used generically:
"Knowing that he and his can be gender neutral, I shall no longer feel there is an odd image filtering through something like: 'The average American needs the small routines of getting ready for work. As he shaves or blow-dries his hair or pulls on his panty hose, he is easing himself by small stages into the demands of the day.'...How liberating common sense can be."[5]
As a solution to this issue of pronouns, Swift and Miller suggest using 'they' in place of a gendered pronoun, or specifically stating "he or she/his or hers" as a substitute for just the male pronoun.
The 'Generalizations' section describes the reverse of the 'Pronoun Problem' - it is when gender neutral terms are assumed to be gender specific. Often, the gender assumed is male. This section also describes problems with the use of female-gendered words in ways that are condescending, but may not be intentional. As an example, they offer this statement about a fictional television show: "Powerful lady attorney and confident young lawyer team up to defend a wealthy contractor accused of murder."
Using "lady" in this way implies that the 'confident young lawyer' and the 'wealthy contractor' are both male, and also suggests that a woman needs to be explicitly described as powerful. They go on to urge that qualifiers not be used with just women, and instead suggest that the above statement read:
The Handbook includes suggestions on how to avoid sexist language. The recurring theme is using inclusive language that is not gender biased. Miller and Swift offer a historical account of how language norms have developed in the English language, and then suggest alternatives that do not make gender assumptions.
"A Few More Words" is a chapter that includes in depth case studies on specific words such as "Feminist," "Hero/Heroine," and "Midwife." These sections offer a detailed history of specific words and phrases, and put them in gendered context.[7]
The Handbook also contains a brief thesaurus of terms to use in place of terms that are not gender neutral. Examples include 'married woman' instead of 'matron' and 'person/individual' instead of 'man' when meant to mean "person."[8]
Nearly 20 years after its publication, the Handbook was still considered the standard reference book on how to avoid degrading women with words.[9] It is used as an example of unbiased review on the topic of gendered and sexist language.
The Academic Job Search Handbook is the comprehensive guide to finding a faculty position in any discipline. Building on the groundbreaking success and unique offerings of earlier volumes, the fifth edition presents insightful new content on aspects of the search at all stages. Beginning with an overview of academic careers and institutional structures, it moves step by step through the application process, from establishing relationships with advisors, positioning oneself in the market, learning about job openings, preparing CVs, cover letters, and other application materials, to negotiating offers. Of great value are the sixty new sample documents from a diverse spectrum of successful applicants. The handbook includes a search timetable, appendices of career resources, and a full sample application package. This fifth edition features new or updated sections on issues of current interest, such as job search concerns for pregnant or international candidates, the use of social media strategies to address CV gaps, and difficulties faced by dual-career couples. The chapter on alternatives to faculty jobs has been expanded and presents sample rsums of PhDs who found nonfaculty positions.
For more than twenty years, The Academic Job Search Handbook has assisted job seekers in all academic disciplines in the search for faculty positions at different kinds of institutions from research-focused universities to community colleges. Current faculty who used the book themselves recommend it to their own students and postdocs. The many new first-person narratives provide insight into issues and situations candidates may encounter such as applying for an international job, combining parenting with an academic career, going from an administrative job to a faculty position, and seeking faculty positions as a same-sex couple.
Julia Miller Vick is Senior Career Advisor and Rosanne Lurie is Senior Associate Director of Career Services at the University of Pennsylvania. Jennifer S. Furlong is Director of the Office of Career Planning and Professional Development at the Graduate Center, City University of New York.
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A lab handbook is a flexible document that outlines the ethos of a research lab or group. A good handbook will outline the different roles within the lab, explain what is expected of all lab members, provide an overview of the culture the lab aims to create, and describe how the lab supports its members so that they can develop as researchers. Here we describe how we wrote a lab handbook for a large research group, and provide resources to help other labs write their own handbooks.
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